INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Social Cognitive Theory’s Role in Shaping Digital Resiliency
Aileen Leisha V. Corey
1
, Shiena Mhae V. Antonio
2
, Gladys S. Escarlos, PhD
3
1,2
Teacher III, Department of Education, Philippines
3
Professor, College of Teacher Education, Central Mindanao University, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000441
Received: 20 October 2025; Accepted: 28 October 2025; Published: 14 November 2025
ABSTRACT
Recent research reveals significant gaps in digital resiliency among junior high students, despite increasing
digital skills. Many learners exhibit proficiency in digital tools but lack the emotional coping strategies
necessary to navigate online challenges such as cyberbullying and technology overuse, leading to anxiety and
academic difficulties. Social Cognitive Theory (SCT) offers a valuable framework for addressing these gaps by
emphasizing self-efficacy, observational learning, and social support as crucial factors in promoting
responsible digital citizenship. Empirical studies confirm that enhancing self-efficacy and peer modelling
through SCT-based interventions improves students’ motivation, coping mechanisms, and digital citizenship
outcomes. This article discusses the theoretical foundations of SCT, the nature of digital resiliency, current
gaps in learners’ digital citizenship skills, and how SCT can guide effective educational practices and
governance policies to create balanced, resilient digital learners.
Keywords: Social Cognitive Theory, Digital Resiliency, Digital Citizenship, Junior High School Students.
INTRODUCTION
The rapid expansion of digital technology in education and everyday life has intensified the need for
comprehensive digital citizenship education that goes beyond technical skills to include ethical behavior,
emotional regulation, and critical thinking. Social Cognitive Theory (SCT), with its foundational concepts of
self-efficacy, observational learning, and social support, offers a powerful framework to understand and
cultivate these competencies essential for responsible digital citizenship among junior high students. As digital
environments become increasingly complex, many learners face significant challenges related to digital
resiliency, including coping with cyberbullying, technology overuse, and online stressors, which can
negatively impact their mental health and academic performance. This article examines how SCT can address
these gaps by empowering students to develop confidence, learn positive digital behaviors through peers and
role models, and build supportive social environments that foster resilience and balanced technology use. The
integration of SCT into educational policies and programs is crucial for preparing youth to engage safely,
ethically, and effectively in digital spaces, ultimately promoting healthier online communities and lifelong
digital citizenship.
Theoretical Foundations of Social Cognitive Theory (Sct)
Social Cognitive Theory, formulated by Bandura (1986), explains human behavior as a result of reciprocal
interactions between personal factors, behavior, and the social environment. Key elements are self-efficacy—
confidence in one's ability to perform behaviors successfully—and observational learning, where individuals
learn by watching peers or role models. Studies show self-efficacy has a direct, positive impact on learning
motivation and behavioral outcomes (Chen & Tu, 2021). SCT’s emphasis on social influence and individual
agency makes it highly applicable for digital citizenship education, where behaviors are shaped through peer
modelling and social reinforcement.
Empirical studies grounded in Social Cognitive Theory (SCT) consistently demonstrate that interventions
focusing on enhancing self-efficacy and utilizing peer modeling yield positive outcomes in students'
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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motivation, coping, and digital citizenship. SCT posits that self-efficacy—the belief in one's ability to succeed
(Bandura, 1997)—is a central determinant of behavior, effort, and persistence. Interventions designed to
increase self-efficacy, often through successful mastery experiences and encouraging verbal persuasion, have
been found to significantly improve students' motivation and academic engagement (Lee & Wu, 2024; Zechner
et al., 2023). For instance, pre- and post-intervention studies have shown improvements in students' self-
efficacy and active information-seeking (Fernández-Batanero et al., 2025). The influence of peer modeling is
also a powerful SCT construct, as observing peers successfully perform a task raises observers' belief in their
own capabilities and encourages persistence (Bandura, 1977). Research confirms that a positive peer context,
including peer educational aspirations, has significant indirect effects on academic engagement, mediated by
both self-efficacy and outcome expectations (Egele & Stark, 2024).
Regarding coping mechanisms and digital citizenship, SCT principles are frequently applied to foster
responsible behavior. Students with higher digital competence demonstrate stronger self-efficacy, which is
linked to greater autonomy, engagement, and intrinsic motivation in online environments, thereby improving
key aspects of digital citizenship (El Ouaddane et al., 2025; Kim & Frick, 2023). Furthermore, SCT-based
digital interventions have been shown to specifically support the development of refusal self-efficacy—a key
coping mechanism involving the ability to resist risky or unwanted behaviors—by providing mastery and
vicarious experiences (Laakkonen et al., 2023). These findings underscore the robust utility of incorporating
self-efficacy building and peer modeling, as advocated by SCT, to enhance students' motivation, coping
strategies, and responsible digital engagement.
Nature of Digital Resiliency and Digital Citizenship
Digital resiliency involves students' ability to adapt, recover, and manage psychological stressors in digital
contexts, such as cyberbullying and excessive technology use, crucial for healthy digital citizenship (Webster,
2025). Digital citizenship encompasses ethical, safe, and responsible technology use, including emotional
regulation and critical thinking online. Despite strong digital skills, many students remain underprepared in
affective areas, exposing them to risks of technology dependence and related mental health issues. Research
stresses the need for comprehensive programs incorporating emotional and behavioral competencies alongside
technical skills (Kim & Choi, 2018).
Gaps in Digital Resiliency Among Learners
While junior high students increasingly possess foundational digital skills, significant gaps persist in their
ability to cope emotionally and behaviorally with digital challenges. Studies indicate that many students
struggle with managing online stressors, experiencing heightened anxiety linked to cyberbullying and social
media pressure (Frontiers in Psychiatry, 2022). For example, prolonged screen time and social media use have
been correlated with increased mental health challenges among adolescents, yet there is inadequate focus in
schools on teaching emotional regulation tied to digital experiences (Destination Knowledge, 2025).
Moreover, blended learning during the COVID-19 pandemic exposed limitations such as distraction, time
management difficulties, and inequities in access that affect learners' digital resilience (Balanga & Cabuquin,
2024). Notably, learners often receive technical instruction without systematic support for stress management
and responsible technology use, suggesting a need for balanced digital citizenship education (Webster, 2025).
Role of Sct in Shaping Digital Resiliency
Social Cognitive Theory offers crucial mechanisms to address these gaps by promoting self-efficacy and
learning through social modeling. SCT interventions have demonstrated success in digital game-based
learning, where observational learning and positive reinforcement boost not only digital skills but also
students’ motivation and emotional coping (Chen & Tu, 2021). Self-efficacy enhances learners’ confidence in
managing technology-related stress, reducing tendencies toward overdependence and anxiety. Social support
systems shaped by SCT create environments where peer mentoring fosters resilience and responsible digital
behavior. These approaches facilitate adaptive responses to digital adversity by enabling learners to internalize
best practices through role models and guided social interactions (Webster, 2025). Consequently, SCT
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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frameworks help schools build resilient digital citizens by balancing skill mastery with emotional and
behavioral readiness.
Social Cognitive Theory (Bandura) provides a practical lens to understand how Junior High School students
become balanced digital citizens. The theory argues that your beliefs, social modeling, and self-efficacy all
drive your digital behavior. If you believe in your ability to use technology, you use and learn from it. If you
see teachers and peers modeling healthy tech use, you copy those habits and develop your own.
Recent studies align with this theory. Self-efficacy predicts how you manage technology demand (Bandura,
1997; Kay & Lauricella, 2019; Zhao, 2025). Effective digital citizens show not only technical skill but also
responsible choices, resilience, and adaptive coping. In Filipino schools, digital literacy programs built on
mastery and peer modeling help students grow confident and responsible (Alvarez Ramos, 2021; Marquez,
2021). Classroom interventions focusing on self-efficacy and peer mentorship reduce risky online behaviors.
International research also confirms that students who experience mastery, observe good practices, and get
feedback display stronger digital citizenship, handle stress, and avoid overdependence (Chen et al., 2020; Sun
et al., 2022; Smyrnova-Trybulska et al., 2018).
Studies also show direct effects from positive peer modeling. When students see classmates solve problems or
report cyberbullying, they are more likely to use healthy strategies and recover from digital setbacks (Wang,
2025; Zhang, 2024). Social support and role modeling increase digital resiliency. Students build habits that
balance technology use, academic tasks, and social life.
Problems arise when there is high skill but low resiliency. Literature points to tech overdependence, anxiety,
and academic decline when coping and control are weak (Ansari et al., 2025; Valkenburg et al., 2017;
Nordstokke & Martinussen, 2025). Schools need to mix skill-building with frequent social learning, feedback,
and emotion regulation lessons for best results (Eastern Visayas State University, 2025; Qamaria, 2025).
METHODOLOGY
This study used a mixed-methods design to explore how self-efficacy, observational learning, and social
support interact to build digital resiliency among junior high school students of Catumbalon National High
School (CNHS) in the Philippines. The researchers employed a stratified random sampling technique to ensure
a diverse sample that represented different grade levels and genders.
RESULTS AND DISCUSSION
The researchers interviewed several learners to find out how they use technology in their daily lives, both in
school and out of school. Most of the learners who took part said they mostly used technology for school-
related tasks, like doing research, working with classmates, going to virtual classes, and keeping track of their
assignments and schedules. Outside of school, most of the technology they used was for social media, which
they used to have fun and stay in touch with friends and family through chatting and socializing.
When learners were asked about their experiences with using digital devices for lengthy periods of time, many
said they had physical symptoms such as eye strain, headaches, and stiffness in their muscles and joints, which
often made them more irritable. In addition to physical discomfort, mental fatigue was a common
consequence, with learners describing feelings of cognitive drain, diminished concentration, and difficulty
maintaining focus following extended screen time. Along with physical pain, mental exhaustion was also
widespread. Students said they felt mentally drained, lost their ability to concentrate, and had trouble staying
focused after long periods of time on screens.
Learners reported experiencing difficulty in disengaging from their devices when discussing their obstacles to
reducing their technology usage. They emphasized a desire to consistently check for new messages or updates,
as well as feelings of restlessness or ennui when they were separated from their screens. Behavioral change is
particularly difficult for the majority of individuals, as technology use has become an ingrained habit.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Learners reported employing a variety of strategies to manage tension, distractions, or interruptions caused by
technology. They employed several coping mechanisms, demonstrating an increasing understanding of the
need to balance technology use with self-care. These strategies included resting their minds and eyes with
frequent breaks, pursuing activities away from screens (such as enjoying music or family time), and
intentionally minimizing distractions while focusing on key tasks. This highlights their developing ability to
self-regulate their digital lives.
When interviewed on how learners handle the stress and distraction caused by technology, they responded that
they adopted several strategies they acquired from others through observation, research, advice from friends or
adults, and experience. They took regular breaks to rest, engaged in offline activities like spending time with
family or listening to music, and prioritized key tasks to reduce distractions. These methods demonstrate a
growing understanding among learners of the need for social support, balance, and self-control in managing
their technology usage.
Table 1: Level of Digital Resiliency among CNHS Junior High School Learners
Mean
Qualitative Interpretation
Digital Resiliency
3.57
Digitally resilient
Legend:
Mean Interval
Descriptive Rating
Qualitative Interpretation
4.51 - 5.00
Strongly Agree
Highly digital resilient
3.51 - 4.50
Agree
Digitally resilient
2.51 - 3.50
Neutral
Moderately digital resilient
1.51 - 2.50
Disagree
Low digital resilience
1.0 1.50
Strongly Disagree
Very Low digital resilience
The table on digital resiliency shows an overall mean score of 3.57, placing the respondents clearly in the
"Digitally Resilient" category. This indicates that the participants possess a strong ability to adapt and regulate
their emotions effectively within digital environments, enabling them to handle digital challenges and stressors
successfully.
The moderate to strong level of digital resilience demonstrated in the table aligns with both international and
local research, emphasizing the critical roles of self-regulation and emotional management. These skills are
vital for the success of students and professionals in today’s increasingly digital world. The findings
underscore the continuing need for educational programs and technological support systems designed to
cultivate and sustain digital resilience among users.
This interpretation matches broader research showing digital resilience as a dynamic process involving
understanding risks, learning coping skills, recovering from stress, and progressing confidently, which
supports positive behavioral and psychosocial outcomes in digital contexts.
Table 2: Correlation among Self-efficacy, Social Support, and Digital Resiliency among Junior High School
Learners
Variables
Digital Resiliency
Social Support
Self-efficacy
.743**
.641**
Digital Resiliency
1
.624**
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Social Support
.624**
1
** indicates significance at the 0.01 level (2-tailed); N=250.
The table shows correlation coefficients among three variables: Self-efficacy, Digital Resiliency, and Social
Support. All correlations are positive and statistically significant.
Based on the data provided, it can be said that Self-efficacy and Digital Resiliency have a strong positive
correlation of .743**, indicating that individuals with higher belief in their own abilities tend to show greater
digital resilience, the ability to cope with and adapt to digital challenges. Similarly, Self-efficacy and Social
Support show a substantial positive correlation of .641**, suggesting that greater social support is associated
with higher self-efficacy. This aligns with research showing social support as a key factor in promoting
confidence and capability across contexts. Further, Digital Resiliency and Social Support are also positively
correlated at .624**, indicating that social networks and support systems contribute to higher levels of digital
resilience.
Recent studies reinforce these findings. For example, self-efficacy has been identified as a robust resource in
digital resilience, helping individuals bounce forward from digital challenges with confidence, especially when
supported socially (Sun, 2022). Social support boosts self-efficacy by providing emotional and material
resources that empower individuals to overcome difficulties, which in turn promotes resilience (Lin, 2024).
Furthermore, research indicates that social support and digital resilience connect through various mechanisms,
including increased interaction and communication in digital environments (Wang, 2025).
Implications For Governance and Education
Educational policies and governance must recognize the significance of SCT by implementing school
programs that holistically address digital skills and emotional resilience. Teacher training should incorporate
SCT to model positive digital behaviors and foster student self-efficacy. Program design should emphasize
peer mentorship, experiential learning, and social support to build collective efficacy. Such governance aligns
with the aim to nurture responsible, resilient digital citizens capable of ethical online engagement and stress
management (Kim & Choi, 2018; Webster, 2025).
CONCLUSION AND RECOMMENDATION
There is clear evidence that gaps in digital resiliency among learners undermine healthy digital citizenship,
despite rising digital competency levels. Social Cognitive Theory provides an effective framework to bridge
these gaps by enhancing self-efficacy, facilitating observational learning, and promoting supportive social
environments. Educators and policymakers should integrate SCT-informed interventions, including peer
modelling, emotional regulation training, and digital citizenship curricula that balance technical, affective, and
behavioral skills. These approaches will cultivate resilient, confident students capable of navigating digital
challenges and using technology responsibly and productively.
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